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U7T2P5 1 / 12 Unit 7 Food Festival Topic 2 I’m not sure whether I can cook it well. 教学内容分析及课时分配建议 本单元第二个话题在复习上个话题的基础上,引入新的内容包括步骤的表达,描述方式的 副词,做饭材料、做饭所用厨具以及吃饭所用的餐具等词汇。主要句型有提供帮助 Would you like me to help you赞美和鼓励 Well done请求得到允许 Would you mind if I就餐用语 help yourself to some以及提醒和警告 remember not to 语法包括 whether/if 引导的宾语 从句;副词的比较级和最高级。本话题语音部分的内容包括/t∫/和/dʒ/的区分以及升降调的 区分。此外,本话题贴近学生生活实际,从教学生做各种食物到不同国家的餐桌礼仪和饮 食文化,学生不仅可以学到语言知识还可以培养生活技能,拓展文化意识。 第一课时Section A- 1a, 1b, 1c ,2a,2b 第二课时Section B-1a,1b,1c,2 Section A-3a, 3b 第三课时Section C-1a,1b,1c ,4 第四课时Section C-2,3 Section B-3,4a, 4b 第五课时Section D-Grammar and Functions, 1,2,3, Project 第五课时(Section D-Grammar and Functions, 1,2,3, Project) 教学设计思路 本节课主要活动为 Section D -1 和本话题重点知识的复习。 在复习环节里,利用习题的方式复习副词的比较级和最高级,并学习新词汇 pick up 和 southern。课堂上适当的习题检测能够高效地反馈学生对某一部分知识的掌握程度。在 Task1-Reading 中,将阅读理解分为三个小任务 1. 速读文章,找到中心句。2. 再读课文, 根据课文内容填表。3. 根据表格复述课文。Task2- Grammar 的复习活动借助 2 来完成。 通过采访和转述的方式复习 if/whether 引导的宾语从句。并将课本活动 2 中的转述增加为 “I ask Tom ”和“Beth asks me”两种要求。为的是增加人称转换的训练。在 Task 3-Writing 的活动中,学生看图讨论鸡汤的做法,并做报告。复习步骤副词。 Project 以活 动的方式复习本话题所学的重点知识。具体操作将全部分成七个小组,每个小组以一个 国家的名字命名。小组讨论自己所在国家的餐桌礼仪,之后每组选出两名同学表演当地的 餐桌礼仪,同时其他同学用目标语言讨论此二人的做法是否符合当地礼仪。然后小组内完 成关于不同国家餐桌礼仪的短文。组间互相学习和批改。 U7T2P5 2 / 12 Ⅰ. Teaching aims 1. Knowledge aims (1)学习并掌握新词汇 southern, pick, pick up, seafood (2)复习 whether/if 引导的宾语从句的用法。 (3)复习单音节副词的比较级和最高级。 (4)复习步骤的表达方式。 (5)了解不同国家的饮食习惯。 2. Skill aims (1)能从有关不同国家的饮食风俗的语段中找出有关信息,理解大意。 (2)能够用英语谈论不同国家的饮食风俗。 3. Emotional aims 在了解中国风俗文化的同时,乐于接触和了解国外风俗文化,从而更好地为弘扬中国文化 服务。 4. Culture awareness 了解各国饮食习惯,做个有国际视野的人。 Ⅱ. The key points and difficult points 1. Key points (1)复习 whether/if 引导的宾语从句的用法。 (2)复习单音节副词的比较级和最高级。 (3)复习步骤的表达方式。 (4)了解不同国家的饮食习惯。 2. Difficult points 用英语谈论不同国家的饮食习惯。 Ⅲ. Learning strategies 1. 在学习中善于利用图画等非语言信息理解主题。 2. 学会合作完成任务,共同提高。 Ⅳ. Teaching aids 多媒体课件/图片 V Teaching procedures U7T2P5 3 / 12 Stage 13minsGetting students ready for learning Step Teacher activity Student activity Designing purpose 1Class activity Greet the students and get them ready for learning. Play the tape recording of the song Sovereign Light Café. T Good morning, everyone TIt’s a fine day today. How are you feeling T That’s great A lovely weekend is coming. I want to recommend a beautiful song Sovereign Light Café. Let’s enjoy it. Focus their attention on the teacher. Enjoy the song Sovereign Light Café. Ss Good morning, Miss Ss Very well. Remark这一环节的目的是要创造学习英语的氛围并使学生静下心来,开始新的学习。可以采用 多种方式,如唱歌、游戏、值日报告、自由讨论等。 Stage 2(5mins Revision Step Teacher activity Student activity Designing purpose 1Class activity Show some rcises to review comparative and superlative degrees of adverbs and learn the new words. T OK. Let’s begin the last lesson Complete the rcises to review comparative and superlative degrees of adverbs and learn the new words. 利用习题的方式 复习副词的比较 级和最高级,并 学习新词汇 pick up 和 southern。 U7T2P5 4 / 12 of this topic. Look at this picture. What is she doing T Yes. She is picking up shells. In the southern part of China, People living near the seas can pick up shells on the beaches. Look at the three pictures. Who picked up more shells And who picked up the most of the three Lucy Tom Alice T Very good. “More” and “most” are the comparative and superlative degrees of adjective “many”. Now let’s do some rcises to review comparative and superlative degrees of adverbs. Please fill in the blanks with the correct of the given words. 1. Ben jumps ____ high than Ss 拾贝壳。 S1 Tom picked up more shells and Alice picked up the most of the three. U7T2P5 5 / 12 some of the boys in his class. 2. Does Nancy sing ____ well than Helen Yes, she does. 3. Of all the students, Wu Dong runs ____ fast. 4.Yang Lin goes to bed ____ late than Su Yang every day. 5. Who gets up ____ early, Tom, Tim or Jack T You can check your answers with your partners. Do you have any questions Ss Ss No. Remark课堂上适当的习题检测能够高效地反馈学生对知识的掌握程度。 Stage 3(10mins Task 1-Reading Step Teacher activity Student activity Designing purpose 1Individual activity Ask the students to skim the passage in 1 and find the topic sentence. T We have talked about the table manners in different countries in this topic. But do you want to know the eating habits in different countries T Well then let’s read a passage skim the passage in 1 and find the topic sentence. Ss Yes. 略读课文找到中 心句。 U7T2P5 6 / 12 about eating habits in different countries. First, skim it and find the topic sentence. T Have you found the topic sentence Ss S1 Yes. People around the world have different eating habits 2Individual activity Show a table about the passage. Then ask the students to retell the passage according to the table. place What to eat What to use North America, Australia, Europe southern part northern part China central and western part part of India / Thailand / Korea / T Good job. Now read the passage again and complete the table. T Have you completed the table I’m sure you can retell the passage according to the table. You can prepare for one minute. Complete the table about the passage. Then retell the passage according to the passage. Ss 再读课文,根据 课文内容填表并 在表格的帮助下 复述课文。 U7T2P5 7 / 12 TTime is up. Who would like to have a try Ss Remark设计表格有助于学生对细节的关注和理解,同时为复述做好准备。 Stage4(7mins Task2-Grammar Step Teacher activity Student activity Designing purpose 1Pair work Review the object clauses. Finish 2. TGood job It’s time for Task2- Grammar. What important grammar have we learned in this topic T You are right. Now work in pairs. One is a reporter, Beth, the other one is a boss of a restaurant, Tom. You should make an interview according to the notes in 2. TIt’s so easy, isn’t it But now I want you to report your interview using object clauses like the example. You should begin with “I ask Tom” or “Beth asks me”. Who would like to have a try Interview and report. Finish 2 Ss The object clauses caused if/whether. Ss 利用采访活动和 转述句子复习宾 语从句。 U7T2P5 8 / 12 T You did quite well. When you use object clauses to report, you should pay attention to the personal changes. P1 S1 I ask Tom if the most popular food in his restaurant hot dogs. And he says it is. S2 Beth asks me whether the sausages in my hot dogs different from those in others. And I say they are. P2 Remark将课本 2 中的转述活动增加为 “I ask Tom ”和“Beth asks me”两种要求。提醒 学生注意人称的转换。 Stage 5(9mins Task3-Writing Step Teacher activity Student activity Designing purpose Group work Ask the students to write a short passage about how to cook chicken soup while review the step words. T Hi, boys and girls. Do you remember how to cook fried rice and noodle T Good. You should cook step by Look at the pictures in 3. Then talk about them and write a passage about how to cook chicken soup. Ss Yes. 讨论 3 的图片并 写一篇怎样制作 鸡汤的小短文。 复习步骤的表达。 U7T2P5 9 / 12 step. Let’s try to learn how to cook chicken soup. Look at the pictures in 3 and talk about how to cook chicken soup in groups. TNow let’s write a passage about how to cook chicken soup. You should use the step words to make your description clearer. T Can you report your cooking steps Who would like to have a try Ss Remark1.在学习中善于利用图画等非语言信息理解主题。 2. 学会合作完成任务,共同提高。 Stage 5(8minsProject Step Teacher activity Student activity Designing purpose 1Group work Divide the class into 7 groups named America, France, Thailand, India, China, Cuba and Japan. T Time for Project. Today we’ll do a class activity about eating actions. Now we have seven groups in our class. Group1 is Discuss the eating actions in different in groups. Then two students in each group act out the eating actions. Other students discuss whether they are polite or not. U7T2P5 10 / 12 named after America, Group 2 is France, Others are Thailand, India, China, Cuba and Japan in turn. Please discuss the eating actions in the country your group belongs to. And then you should act them out. Other students discuss their actions according to the example on Page70. TOK. Which group would like to be the first to act out your country’s eating actions Ss G1 Ss What’s he /she doing Is it polite to 2Group work Ask the students to write a passage about table manners in different countries. T You did quite well. And I’m sure you had a warm discussion. Now let’s work in groups and try to write a short passage about table manners in different countries. THave you finished your compositions Now exchange Write a passage about table manners in different countries. Ss U7T2P5 11 / 12 your compositions with the group next to you. You can learn others’ compositions and correct for them if necessary. Ss Remark1.教师组织活动的语言一定要简洁清楚。务必让学生明白教师的意图。 2.活动操作将全部分成七个小组,每个小组以一个国家的名字命名。小组讨论自己所 在 国家的餐桌礼仪,之后每组选出两名同学表演当地的餐桌礼仪,同时其他同学用目标 语言讨论此二人的做法是否符合当地礼仪。然后将讨论结果写成一篇关于不同国家餐 桌礼仪的短文。 3. 学会合作完成任务,共同提高。 Stage 6(3mins Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1(Class activity Encourage the Ss to summarize the key points T Class will be over soon. We should summarize what we have learned in this lesson. Let’s begin Summarize what they have learned today. S1we learned some new words southern, pick, pick up, seafood S2 We reviewed the object clauses caused by whether/if. S3 We reviewed comparative and 培养学生归纳总 结的能力,再次 复习巩固本节课 的重点知识。 U7T2P5 12 / 12 VI . Blackboard design 第五课时 Section D-Grammar and Functions, 1,2,3, Project 1.Some new words southern, pick, pick up, seafood 2.The object clauses caused by whether/if. I ask Tom if/whether the most popular food in his restaurant is hot dogs. 3 Comparative and superlative degrees of adverbs. 4 The step words first, second, next, then, after that, finally superlative degrees of adverbs. S4 We reviewed the step words and learned how to cook chicken soup. S5 We knew about the eating habits in different countries. 2 Class activity Assign the HMK. T For today’s HMK, I’d like you to remember the new words and phrases. You can tell the eating habits in different countries to your parents and preview Section A-1a, 1b, 1c of Topic3. Finish the HMK. 适当的家庭作业 有助于巩固课堂 所学的知识。 Remark
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